Floating topic
References:
Al Mousa, N. (2013). An examination of cad use in two interior design programs from the perspective of curriculum and instructors, pp.21-37 (Master’s Thesis).
Eisner, E., & Vallance, E. (1974). Five conceptions of curriculum: Their roots and implications for curriculum planning. In E. Eisner & E. Vallance (eds.), Conflicting Conceptions of Curriculum (p. 1-18). Berkeley, CA: McCuthcan.
Mcmillan, J. H. (2014). Classroom Assessment: Principles and Practice for Effective Standards-Based Instruction (6th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Ornstein, A.C. (1990-1991). Philisophy as a basis for curriculum decisions. High School Journal, 74 (2), pp. 102-109.
Ornstein, A.C., & Hunkins, F.P. (2013). Curriculum Design. In Curriculum: Foundations, Principles, and Issues (p. 149-173). Upper Saddle River, NJ: Pearson.
Sowell, E. (2005). Sections from Chapter 3, 4, 5. In Curriculum: An Integrative Introduction (3rd ed.). (p52-61, 81-85, 103-106). Upper Saddle River, NJ: Pearson.
Vallance, E. (2001). A Second Look at Conflicting Conceptions of Curriculum. Theory Into Practise, 24(1), 24-30
PME 810 Module 3 Assignment
Nadim Hashim & Stephen DeBoer
ASSESSMENT
Assessment Methods
Student self-assessment
Peer-evaluation
Self-evaluation
Self-reporting/Inventory
Teacher Observation
Informal
Formal
Constructed Response
Oral Questioning (e.g. conferencing,
interview, oral exam)
Essay Writing
Performance Tasks
Skills demonstration
Product creation
Brief (e.g. Fill in blank, label
diagrams, short answer)
Selected Response
Binary/True-False
Matching
Multiple choice
What does high-quality classroom assessment look like?
Practicality and Efficiency
Alignment
Positive Consequences
Fairness
Reliability
Validity
Alignment of assessment
methods and learning targets
Clear and appropriate
learning targets
Types of Classroom Assessment
Summative Assessment
Assessment of Learning
Formative Assessment
Assessment as Learning
Diagnostic/Pre-Assessment
Assessment for Learning
Components
Use
Instruction
Grading
Diagnosis
Interpretation
Measurement
Purpose
“What is needed is a balanced approach to assessment, in which appropriate techniques are administered and used in a credible way for decision making” (McMillan, 2014, p. 20)
INSTRUCTION
PLANNING
CONCEPTIONS OF CURRICULUM
What should be taught? To whom? When and how?
INDIVIDUAL
(Al-Mousa, 2013)
Humanist
Self-actualization
Learner-centered
SOCIETY
(Al-Mousa, 2013)
Social
Reconstructionist-
Relevance
TECHNOLOGY
(Al-Mousa, 2013)
Cognitive
Processes
Systemic
ACADEMIA
(Al-Mousa, 2013)
Academic
Rationalist
Traditionalist
CURRICULUM DESIGN
Subject-Centred Designs (Ornstein & Hunkins, 2013);
Subject Matter Designs (Sowell, 2005)
- oldest and best known to teachers and lay people
- develop interests and competencies
- contribute to literacy
- curriculum is usually developed using outcome approach
Pro: verbal activities, socialization, easy to deliver
Con: no program individualization, emphasis not on learner, little consideration of content, promotes scholarly elite, divorcing knowledge from the student's experience, student passivity
Process Designs
Correlation Design
Broad-Fields Design
Discipline Design
Subject Design
Problem-Centred Designs (Ornstein & Hunkins, 2013);
Society-Culture-Based Designs (Sowell, 2005)
- needs of society and culture
- focusses on the learning process
Pros- integration of different subject matter, relevance to students and society, meaningful and motivating to students
Cons- content not well organized, doesn't provide adequate exposure to cultural heritage
Reconstructionist Design
Life Situations Design
Learner-Centred Designs (Ornstein & Hunkins, 2013);
Learner-Based Designs (Sowell, 2005)
- students help select and organize the purposes for learning
- subject areas become a means by which students pursue problems or topics
- typically used for early childhood education
Pros- students perceive learning as relevant and meaningful, actively involved in learning,
Cons- do not learn a common body of knowledge, may not learn cultural heritage and achieve social goals
Humanist Design
Romantic (Radical) Design
Experience-Centred Design
Child-Centred Design
Design Dimension Considerations
Balance
Integration
Articulation
Continuity
Sequence
Scope
PHILOSOPHICAL FOUNDATIONS OF CURRICULUM
CONTEMPORARY
- present and future
- events changeable and relative
- problem solving
- students' interest and needs valued
- equal value given to each subject
- individual expression and freedom
Pragmatism
Reconstructionism
Improved society
Progressive
Democratic social living
TRADITIONAL
- focus on the past
- glorifies cultural heritage
- emphasis on subject matter
- knowledge is prioritized
- cognitive development
- controlled and restrained for societal indoctrination
Idealism
Essentialism
Intellectual growth.
Teach the 3 R's
Realism
Perrennialism
Educate rational
person
Connecting Curriculum Design with Planning, Instruction, and Assessment
